In IB History Paper 2 (Causes and Effects of 20th-Century Wars), what is the analytical framework for comparing Total War in WWI (1914–18) and WWII (1939–45), or Chinese/Spanish Civil Wars?

Causes of War: divide into Long-Term, Short-Term, and Immediate Triggers across Economic, Ideological, Political, and Territorial dimensions (e.g., WWI: M.A.I.N.—Militarism, Alliances, Imperialism, Nationalism—Historiography: Fritz Fischer's 'Griff nach der Weltmacht' German aggression thesis vs Christopher Clark's 'Sleepwalkers' shared responsibility). Practices of War & Total War: mobilization of home front economies and women, rationing, state propaganda, blurring of combatant/civilian distinction (strategic bombing: Blitz, Dresden, Tokyo, Hiroshima), and technological developments (WWI static trench artillery/gas/tanks vs WWII mobile Blitzkrieg, radar, aircraft carriers, Enigma codebreaking). Effects: geopolitical redrawing, League of Nations/UN, decolonization, and social change.

In IB History Paper 2 (Cold War Crises), compare TWO Cold War crises from different regions (e.g., Berlin Blockade 1948–49 / Berlin Wall 1961 vs Cuban Missile Crisis 1962 or Korean War 1950–53).

Compare under Cause, Escalation/Events, and Impact/Consequences: 1) Berlin Blockade (1948–49, Europe): triggered by Allied introduction of the Deutschmark in West Berlin; Stalin blockaded rail/road routes; US/UK responded with the 318-day Berlin Airlift ('Operation Vittles'), leading to the formal division of Germany (FRG vs GDR) and formation of NATO (April 1949). 2) Cuban Missile Crisis (Oct 1962, Americas): triggered by US Jupiter missiles in Turkey, Bay of Pigs failure (1961), and Operation Mongoose leading Castro and Khrushchev (Operation Anadyr) to deploy MRBMs/IRBMs in Cuba; JFK imposed a naval 'quarantine' blockade; resolved via backchannel deal (Robert Kennedy & Dobrynin: public US non-invasion pledge + secret removal of US missiles from Turkey); resulted in the 1963 Moscow–Washington Hotline, Limited Test Ban Treaty, Détente, and Khrushchev's 1964 ousting.

In IB Psychology Health Psychology or Developmental Psychology Options, what are the key models of Stress/Obesity or Cognitive/Social Development?

Health Psychology (Stress/Obesity): Selye's General Adaptation Syndrome (Alarm, Resistance, Exhaustion), Lazarus & Folkman's (1984) Transactional Model of Stress (Primary appraisal of threat vs Secondary appraisal of coping resources; problem-focused vs emotion-focused coping; Speisman et al. 1964), andKiecolt-Glaser et al. (1984) medical student NK immune cell suppression. Developmental Psychology: Piaget's constructivist stages of cognitive development (Sensorimotor object permanence, Pre-operational egocentrism/Three Mountains, Concrete Operational conservation, Formal Operational) vs Vygotsky's Sociocultural Theory (Zone of Proximal Development ZPD and Scaffolding, Wood et al. 1976).

How do you evaluate the Arts as an Area of Knowledge in a TOK Essay (Institutional Theory, Aesthetic Judgement, and Knowledge by Acquaintance)?

In the Arts, knowledge is often experiential/procedural ('knowing how' or 'knowledge by acquaintance' via emotional resonance and catharsis) rather than purely propositional ('knowing that'). Scope & Methods revolve around the tension between: 1) Artist's Intention (expressivism); 2) Formal Technical Quality (aesthetic formalism); 3) Audience Reception/Interpretation (Roland Barthes' 'Death of the Author'); and 4) Danto/Dickie's Institutional Theory of Art (art is whatever the 'artworld' of curators/critics designates as art, exemplified by Marcel Duchamp's 'Fountain' or Maurizio Cattelan's 'Comedian').Paradoxically, fiction in literature/theatre can convey deep universal truths about the human condition.

Compare the Emergence and Consolidation of Power of Adolf Hitler (Nazi Germany, Europe) and Mao Zedong (PRC China, Asia) with historiographical perspectives.

Emergence: Hitler exploited Weimar structural weaknesses (Article 48, proportional representation), the 1929 Great Depression (6 million unemployed), Nazi propaganda (Goebbels), SA street violence, and conservative elite backstairs intrigue (von Papen/Hindenburg appointing Hitler in Jan 1933—Orthodox 'Intentionalist' Bracher vs 'Structuralist' Kershaw/Mommsen). Mao emerged through protracted rural peasant guerrilla warfare (Jiangxi Soviet, Long March 1934–35, Yan'an Rectification), exploiting KMT corruption/hyperinflation and the Japanese invasion (1937–45). Consolidation: Hitler used the Reichstag Fire Decree, Enabling Act (March 1933), Gleichschaltung, Night of the Long Knives (1934), and Gestapo terror (Gellately: popular denunciations). Mao used Land Reform (killing ~1–2 million landlords), Korean War 'Resist America' rallies, Three- and Five-Anti Campaigns (1951–52), Hundred Flowers (1956)/Anti-Rightist Purge, and the Cultural Revolution (1966–76; Chang & Halliday vs Meisner/Spence).

List the Five Areas of Knowledge (AOKs), the Five Optional Themes, and the Four Elements of the Knowledge Framework in the IB TOK syllabus.

Five Areas of Knowledge (AOKs): 1) History; 2) The Human Sciences; 3) The Natural Sciences; 4) The Arts; 5) Mathematics. Core Theme: Knowledge and the Knower. Five Optional Themes (study 2): Knowledge and Technology; Knowledge and Language; Knowledge and Politics; Knowledge and Religion; Knowledge and Indigenous Societies. Every AOK and Theme is analysed using the Four Elements of the Knowledge Framework: 1) Scope (what counts as knowledge in this AOK and what problems it solves); 2) Perspectives (paradigms, cultural/historical context, knower biases); 3) Methods and Tools (how knowledge is produced and verified); 4) Ethics (moral responsibilities and constraints on knowers).

In IB History Paper 2, explain the collapse of the Soviet Union and the End of the Cold War (1985–1991), weighing Gorbachev's reforms against Reagan's pressure and structural economic stagnation.

1) Gorbachev's New Thinking (Internal Reformer thesis—Archie Brown): Perestroika (economic restructuring, Law on State Enterprises 1987—disrupted Gosplan command distribution without creating working markets), Glasnost (political openness—unleashed Baltic/Ukrainian nationalist secessionism and exposed Chernobyl/Stalinist crimes), Demokratizatsiya, and replacing the Brezhnev Doctrine with the 'Sinatra Doctrine' (1989 peaceful revolutions across Poland, Hungary, GDR, Czechoslovakia). 2) Triumphalist / Reagan School (Schweizer): Reagan's military build-up, Strategic Defense Initiative (SDI 'Star Wars'), and support for Afghan Mujahideen (Reagan Doctrine) bankrupted the overstretched Soviet military-industrial complex. 3) Structuralist (Kotkin): long-term Brezhnev 'Era of Stagnation' plus the 1986 collapse in global oil prices starved the USSR of hard currency.

How does the IB Extended Essay (EE, 4,000 words) scoring rubric work across Criteria A, B, C, D, and E?

The Extended Essay is marked out of 34 points across 5 criteria: Criterion A: Focus and Method (6 marks—sharp, focused Research Question, clear methodology, and appropriate source/variable selection); Criterion B: Knowledge and Understanding (6 marks—subject-specific terminology and context); Criterion C: Critical Thinking (12 marks—the highest-weighted criterion! Requires sustained analysis, evaluation of source/method limitations, and a coherent reasoned argument rather than narrative description); Criterion D: Presentation (4 marks—academic formatting, citations, bibliography); Criterion E: Engagement (6 marks—assessed solely via the 500-word Reflections on Planning and Progress Form, RPPF, across 3 viva voce meetings).

How do you decode IB Command Terms across Assessment Objectives AO1, AO2, and AO3 in Sciences and Individuals & Societies?

IB examiners strictly cap marks based on Command Term hierarchy: **AO1 (Knowledge/Comprehension)**: *Define, State, List, Measure, Draw, Label* (concise factual recall, 1–2 marks). **AO2 (Application/Analysis)**: *Describe, Outline, Calculate, Annotate, Distinguish, Explain* (requires 'how' and 'why' mechanisms or step-by-step calculations). **AO3 (Synthesis/Evaluation)**: *Compare and contrast, Discuss, Evaluate, To what extent, Justify, Examine* (requires weighing strengths vs limitations, competing perspectives, assumptions, and a substantiated conclusion).

What is the structure of Theory of Knowledge (TOK) in the IB Diploma, and how are the TOK Exhibition (1/3) and TOK Essay (2/3) assessed?

TOK assesses how we know what we claim to know (epistemology) and combines with the Extended Essay (EE) for up to 3 core bonus IB Diploma points. 1) TOK Exhibition (Internal Assessment, 950 words max, 10 marks = 33%): Student selects ONE of the 35 IA prompts, chooses an optional Theme, and curates THREE specific, real-world objects (with personal/historical context, not generic stock images), explaining how each object manifests the prompt in the real world. 2) TOK Essay on a Prescribed Title (External Assessment, 1,600 words max, 10 marks = 67%): Student chooses 1 of 6 prescribed titles and evaluates knowledge claims and counterclaims across two specified Areas of Knowledge (AOKs).

What are the exact IB Diploma (IBDP) Passing Conditions to be awarded the Bilingual or Standard Diploma (24+ points)?

To be awarded the IB Diploma (out of 45 maximum points = 6 subjects × 7 points + 3 Core points), a candidate must: 1) Score at least **24 total points**; 2) Complete CAS (Creativity, Activity, Service) requirements; 3) Score NO grade 'E' in TOK or the Extended Essay; 4) Score NO grade '1' in any SL/HL subject; 5) Score no more than two grade '2's and no more than three grade '3's or below; 6) Score at least **12 points in Higher Level (HL) subjects** (for candidates taking 3 HL subjects) and at least **9 points in Standard Level (SL) subjects**.

In TOK Optional Themes, how do 'Knowledge and Politics', 'Knowledge and Religion', and 'Knowledge and Indigenous Societies' challenge Western positivist epistemology?

1) Knowledge and Politics: Michel Foucault's 'Power/Knowledge' nexus shows that institutional power determines whose knowledge claims are legitimised as 'official truth' (e.g., Mercator vs Gall–Peters map projections, state history curricula, post-truth misinformation). 2) Knowledge and Indigenous Societies: Holistic, place-based Traditional Ecological Knowledge (TEK) transmitted through oral histories, songlines (Aboriginal Australians), and elders is often dismissed by colonial 'epistemicide' (Santos) yet provides empirically validated ecological insights (e.g., Indigenous cultural fire management). 3) Knowledge and Religion: explores faith vs reason, revelation, sacred texts, and apophatic/mystical experience.

List the 12 Key TOK Concepts that should be woven into every TOK Exhibition and TOK Essay.

The 12 official IB TOK Concepts are: 1) Evidence; 2) Certainty; 3) Truth; 4) Interpretation; 5) Power; 6) Justification; 7) Explanation; 8) Objectivity; 9) Perspective; 10) Culture; 11) Values; 12) Responsibility.

In IB Psychology Research Methods (Paper 1 & Paper 3 HL), contrast Quantitative Methods (Experiments, Correlations) with Qualitative Methods (Interviews, Observations, Case Studies).

Quantitative methods follow a positivist, nomothetic paradigm—testing pre-defined operationalised hypotheses on large samples to establish cause-and-effect (experiments) or statistical correlation. Qualitative methods follow an interpretivist, idiographic paradigm—gathering rich, inductive textual data via semi-structured/focus-group interviews, participant/non-participant observations, and case studies, analysed via thematic content analysis. Qualitative credibility is established through Triangulation (method, data, researcher, theory), Reflexivity (acknowledging researcher bias), and Member Checking.

In IB Psychology Abnormal Psychology (Option A), compare the Biological, Cognitive, and Sociocultural Etiologies and Treatments of Major Depressive Disorder (MDD).

1) Biological: Monoamine/Serotonin Hypothesis + Cortisol HPA-axis dysregulation + Genetic vulnerability (Caspi et al. 2003 5-HTT gene; Kendler et al. 2006 twins); treated with SSRIs (fluoxetine), though Kirsch et al. (2008) meta-analysis found antidepressants barely outperform placebos except in severe depression. 2) Cognitive: Beck's Cognitive Theory (negative self-schemas, cognitive distortions, Negative Triad) and Alloy et al. (1999) prospective study on depressive thinking styles; treated with Cognitive Behavioural Therapy (CBT, Butler et al. 2006). 3) Sociocultural: Brown & Harris (1978) Camberwell social vulnerability model (lack of confiding relationship, ≥3 young children at home, unemployment, early maternal loss) and Kleinman (1982) somatisation (neurasthenia) in China.

In IB History Paper 2 (Topic 10: Authoritarian States), what are the three syllabus pillars for comparing two leaders from different regions (e.g., Hitler in Germany, Mao in China, Castro in Cuba)?

IB History Paper 2 requires cross-regional comparison under three thematic rubrics: 1) Emergence of Authoritarian States: Conditions in which the state emerged (economic crisis, social division, impact of war, weakness of existing political system—Weimar/Batista/KMT) vs Methods used to establish power (persuasion/propaganda, coercion/force, charismatic leadership, ideology). 2) Consolidation and Maintenance of Power: Use of legal methods, force/terror, charismatic leadership, propaganda, nature/extent of opposition, and impact of foreign policy. 3) Aims and Results of Policies: Domestic economic, political, cultural, and social policies, plus impact on women and minorities.

Contrast the Methods and Tools of the Natural Sciences vs the Human Sciences in a TOK Essay.

Natural Sciences (Physics, Chemistry, Biology): study inanimate matter or biological organisms that obey invariant, universal laws; rely on hypothetico-deductive induction, controlled isolation of variables, quantitative measurement, peer review, and Popperian falsifiability (though subject to Kuhn's paradigm shifts and theory-ladenness of observation). Human Sciences (Psychology, Economics, Anthropology): study conscious, self-reflective human agents with free will; face the Hawthorne/Observer Effect, ethical limits on experimentation, reflexive feedback loops (e.g., economic predictions altering market behaviour—Goodhart's Law), and cultural context, requiring both quantitative models and Verstehen (empathetic qualitative interpretation).

How do you distinguish between a Short Answer Question (SAQ, 9 marks) and an Extended Response Question (ERQ, 22 marks) in IB Psychology Paper 1?

SAQ (9 marks, ~15–20 mins, command terms: Describe, Explain, Outline): NO critical evaluation required! Structure: 1) Clear definition and explanation of the psychological theory/concept (3 marks); 2) Detailed description of ONE relevant empirical study (Aim, Procedure, Findings, Conclusion) explicitly linked back to how it demonstrates the theory (6 marks). ERQ (22 marks, ~45 mins, command terms: Discuss, Evaluate, To what extent, Contrast): requires a thesis introduction, thorough explanation of the theory, at least TWO detailed empirical studies, and sustained critical evaluation (TEACUP: Testability, Empirical evidence, Applications, Construct validity, Unbiased sample/ethnocentrism, Practical/ethical issues).

Contrast Mathematics and History as Areas of Knowledge in TOK in terms of Truth, Certainty, and Interpretation.

Mathematics: uses deductive reasoning from a foundational set of self-evident axioms to prove theorems with 100% formal certainty (Correspondence vs Coherence theory of truth). However, Gödel's Incompleteness Theorems show no complex axiomatic system is both complete and self-consistent, and changing axioms (Euclidean vs Riemann non-Euclidean geometry) changes what is 'true' (raising the Platonism vs Formalism debate: is maths discovered or invented?). History: cannot directly observe the past; reconstructs significant past events by selecting and interpreting fragmentary primary sources (E.H. Carr's 'What is History?' vs Elton's empiricism), making historical knowledge inherently interpretive, provisional, and shaped by present perspectives, yet constrained by archival evidence.

In TOK Optional Themes, how do 'Knowledge and Language' (Sapir–Whorf, metaphor, euphemism) and 'Knowledge and Technology' (AI, algorithmic bias, filter bubbles) shape what we know?

Knowledge and Language: Linguistic Determinism/Relativism (Sapir–Whorf Hypothesis, e.g., Guugu Yimithirr cardinal directions or Russian blue shades) argues language structures the boundaries of thought; metaphors in science ('selfish gene', 'electron cloud') aid comprehension but can mislead; politically loaded framing ('tax relief' vs 'tax loophole', 'collateral damage') shapes moral judgement. Knowledge and Technology: Big Data and Machine Learning LLMs generate predictive correlations without causal human understanding ('black box' opacity), while algorithmic filter bubbles and confirmation bias fragment shared public truth.

What are the two biggest traps to avoid when selecting your 3 objects for the IB TOK Exhibition?

Trap 1: Choosing generic stock images from Google (e.g., 'a picture of a microscope', 'a generic smartphone', or 'a picture of the Bible'). The IB explicitly requires **specific, real-world objects with a particular time, place, and context** (e.g., 'My grandfather's 1947 Partition ration card', 'The specific CRISPR-Cas9 patent filing US8697359B1', or 'My own IB Chemistry IA lab notebook entry from 12 October'). Trap 2: Describing the history of the object instead of explaining **how the object manifests the epistemological question in the IA prompt**.

In IB History Paper 1 (Source-Based Prescribed Subject), state the exact method for Question 2 (OPCVL: Origin, Purpose, Content, Value, and Limitations) and Question 4 (Mini-Essay).

Question 2 (4 marks—OPCVL of ONE source): Write two distinct paragraphs—Paragraph 1 (Values): state the Origin (author, date, type of source), Purpose (intended audience and why it was created), and Content, explaining specifically how at least two of these give VALUE to a historian studying the topic. Paragraph 2 (Limitations): explain how the Origin, Purpose, and historical context create specific LIMITATIONS (avoid the banned word 'biased' without explaining *why* and *how* the author's position distorts or omits evidence). Question 4 (9 marks): synthesise ALL FOUR sources (Sources I, J, K, L) AND detailed own historical knowledge in thematic paragraphs addressing both sides of the prompt.

In IB History Paper 2 (Topic 12: The Cold War), contrast the Orthodox, Revisionist, and Post-Revisionist historiography of the Origins of the Cold War (1945–1949).

1) Orthodox / Traditionalist (Feis, Kennan, Schlesinger): blames Stalin's ideological Marxist-Leninist expansionism and violation of Yalta promises in Poland/Eastern Europe ('salami tactics'), forcing defensive US containment (Truman Doctrine 1947, Marshall Plan, NATO). 2) Revisionist (William Appleman Williams, Gar Alperovitz): blames US 'dollar imperialism', open-door capitalist hegemony, and atomic diplomacy (Hiroshima/Nagasaki) for threatening legitimate Soviet security buffer needs after losing 27 million citizens in WWII. 3) Post-Revisionist (John Lewis Gaddis, early work): synthesises both, arguing mutual misperception, security dilemmas, and power vacuums drove escalation (though Gaddis's post-1991 'New Cold War History' using Soviet archives shifted blame back toward Stalin's authoritarian paranoia).

In IB Psychology Cognitive Approach (CLOA), summarize the core studies for Models of Memory, Schema Theory, Thinking & Decision-Making (Dual Process Model), and Reconstructive/Flashbulb Memory.

1) Memory Models: Glanzer & Cunitz (1966) serial position curve (primacy + recency supporting MSM) and Landry & Bartling (2011) articulatory suppression supporting WMM. 2) Schema Theory: Brewer & Treyens (1981) office study (30% falsely recalled books in an academic office lacking books due to office schema) and Bartlett (1932) 'War of the Ghosts'. 3) Thinking & Decision-Making (Kahneman & Tversky Dual-Process Theory: System 1 fast/intuitive/heuristic vs System 2 slow/rational): Tversky & Kahneman (1974) Anchoring & Adjustment heuristic (8×7×...×1 vs 1×2×...×8) and Alter et al. (2007) font disfluency activating System 2. 4) Flashbulb Memory: Brown & Kulik (1977) amygdala arousal hypothesis vs Talarico & Rubin (2003) 9/11 study showing FBM accuracy decays just like everyday memory, only vividness/confidence stays high.

Compare the Economic and Social Policies (especially toward Women and Youth/Minorities) of Mao Zedong and Adolf Hitler (or Fidel Castro).

Economic: Hitler's Schacht 'New Plan' (Mefo bills, deficit public works) and Göring's Four-Year Plan (1936 autarky & rearmament) cut unemployment but created a 'plunder economy' (Tooze/Mason). Mao's First Five-Year Plan (1953–57, Soviet heavy industry model) succeeded industrially, whereas the Great Leap Forward (1958–62, People's Communes, backyard steel furnaces, Lysenkoism) caused the Great Famine (30–45 million deaths, Dikötter). Women: Hitler's 'Kinder, Küche, Kirche' (Law for Encouragement of Marriage, Mother's Cross) was reactionary, though war forced female labour mobilization by 1943; Mao's 1950 Marriage Law abolished arranged marriages, concubinage, and foot-binding ('Women hold up half the sky'), though patriarchal rural burdens and commune labour persisted.

In IB Psychology Biological Approach (BLOA), name the key studies and mechanisms for Neuroplasticity, Neurotransmission, and Hormones/Pheromones.

1) Localization & Neuroplasticity: Maguire et al. (2000)—MRI scans of 16 London taxi drivers showed significantly greater grey matter volume in the posterior hippocampus (spatial memory) correlated with years of driving experience (+ Draganski et al. 2004 juggling study). 2) Excitatory/Inhibitory Neurotransmission: Antonova et al. (2011)—scopolamine (acetylcholine antagonist) reduced hippocampal activation during a virtual water-maze spatial memory task; Crockett et al. (2010)—citalopram (SSRI boosting serotonin) increased prosocial behaviour in the Ultimatum Game. 3) Hormones & Pheromones: Newcomer et al. (1999)—high cortisol levels impaired verbal declarative memory; Wedekind (1995)—sweaty T-shirt MHC dissimilarity study (critiqued for lack of conclusive human pheromone evidence).

How does the IB Core Matrix combine Theory of Knowledge (A–E) and the Extended Essay (A–E) to award up to 3 bonus points toward the 45-point IB Diploma?

Under the IB Core Points Matrix: An 'A' in both TOK and EE (or A + B) awards the maximum **3 core points**. Combinations of B + B, B + C, or A + C award **2 core points**. Combinations of C + C, B + D, C + D, or A + D award **1 core point**. D + D awards **0 points**. Failing condition: Scoring an 'E' in EITHER Theory of Knowledge OR the Extended Essay is a failing condition that results in non-award of the IB Diploma regardless of total subject points.

In IB Psychology Paper 3 (HL Qualitative Research Assessment), how do you answer the 3 compulsory questions on the unseen stimulus study?

Question 1a–c (9 marks total, 3 marks each): 1a) Identify the research method used and outline two characteristics of that method; 1b) Describe the sampling method used in the study (e.g., purposive, snowball, convenience) and explain why/effects; 1c) Suggest an alternative or additional research method giving one reason why. Question 2 (6 marks): Describe the ethical considerations in the reporting of the results OR the conduct of the study (informed consent, anonymity, protection from harm, debriefing, confidentiality). Question 3 (9 marks): Discuss the possibility of generalising the findings (transferability: sample-to-population, case-to-case, or theoretical generalisation).

In IB Psychology Biological Approach, what are the key Twin/Adoption and Molecular Genetics studies for Evolutionary Psychology and Genetic Inheritance?

1) Twin & Kinship Studies: Bouchard et al. (1990) Minnesota Twin Family Study—monozygotic twins reared apart (MZA) had 0.70 correlation in IQ (vs 0.86 MZT together), showing strong genetic heritability alongside environmental variance; Kendler et al. (2006)—44% MZ vs 16% DZ concordance for Major Depressive Disorder. 2) Molecular Gene × Environment Interaction: Caspi et al. (2003)—Dunedin longitudinal study of 847 New Zealanders found individuals with two short alleles of the 5-HTT serotonin transporter gene developed significantly more depression ONLY after experiencing ≥3 stressful life events (diathesis-stress model). 3) Evolution: Curtis et al. (2004) pathogen disgust evolution.

How do you write a top-band (9–10/10) IB TOK Essay on a Prescribed Title?

1) Unpack the exact wording and hidden assumptions of the Prescribed Title in the introduction without using dictionary definitions; 2) Dedicate 2 body sections to each of the two required Areas of Knowledge (AOK 1 and AOK 2); 3) In each AOK, present a nuanced **Claim** (supporting the title's premise with a specific, real-world academic example—naming the actual scientist, historian, artist, or theorem) followed by a rigorous **Counterclaim** (showing where the premise breaks down under different conditions or paradigms); 4) Synthesise both into a **Mini-Conclusion** explaining *why* the two AOKs differ using the Knowledge Framework (Scope, Perspectives, Methods/Tools, Ethics).

In IB Psychology Sociocultural Approach (SCLOA), summarize the core studies for Social Identity Theory (SIT), Social Cognitive Theory (SCT), Stereotypes, and Enculturation/Acculturation.

1) Social Identity Theory (Tajfel & Turner, 1979: Social Categorisation → Social Identification → Social Comparison / In-group favouritism & Out-group discrimination to boost self-esteem): Tajfel et al. (1970) Klee/Kandinsky minimal group paradigm—boys allocated points to maximise difference in favour of their in-group even over maximum joint profit. 2) Social Cognitive Theory: Bandura et al. (1961) Bobo doll study and Joy, Kimball & Zabrack (1986) Notel natural experiment. 3) Stereotype Formation & Threat: Steele & Aronson (1995)—African American students scored lower on verbal GRE tests only when framed as a diagnostic test of intelligence (stereotype threat). 4) Culture & Acculturation (Berry's 4 strategies: Assimilation, Integration, Separation, Marginalisation): Miranda & Matheny (2000) acculturative stress in Latino immigrants; Berry (1967) Temne vs Inuits conformity.

In IB Psychology Human Relationships (Option C), summarize the key theories and studies for Prosocial Behaviour (Altruism & Bystanderism) and Interpersonal Attraction.

1) Evolution & Empathy-Altruism: Kin Selection Theory (Hamilton's Rule rB > C: Sime 1983 fleeing burning building with family; Madsen et al. 2007 pain endurance for kin) vs Batson's (1981) Empathy–Altruism Hypothesis (Elaine electric shock study: high-empathy participants helped even in easy-escape condition, versus Cialdini's Negative-State Relief egoistic model). 2) Bystanderism (Darley & Latané 1968): Diffusion of Responsibility (85% helped when alone vs 31% in group of 4) and Pluralistic Ignorance (smoke-filled room: 75% vs 10%) plus Piliavin et al. (1969) subway arousal-cost-reward model. 3) Attraction: Wedekind (1995) MHC, Buss (1989) cross-cultural mate preferences, Gottman's (1994) 'Four Horsemen of the Apocalypse' in marriage (Criticism, Contempt, Defensiveness, Stonewalling).

IB Psychology, History & Theory of Knowledge (TOK): Biological/Cognitive/Sociocultural Approaches, Authoritarian States & TOK Exhibition/Essay

IBDP Psychology (Biological, Cognitive, Sociocultural ERQs/SAQs), IB History Paper 2 (Authoritarian States: Mao, Hitler, Castro & Cold War), and Theory of Knowledge (TOK Exhibition 35 prompts, TOK Essay Areas of Knowledge, and Knowledge Framework).

Level: advanced
Languages: en → en
Cards: 32
Markdown: IB Psychology, History & Theory of Knowledge (TOK): Biological/Cognitive/Sociocultural Approaches, Authoritarian States & TOK Exhibition/Essay (.md)

Flashcards (32)

#	Front (Term / Question)	Back (Definition / Answer)
1	In IB History Paper 2 (Causes and Effects of 20th-Century Wars), what is the analytical framework for comparing Total War in WWI (1914–18) and WWII (1939–45), or Chinese/Spanish Civil Wars?	Causes of War: divide into Long-Term, Short-Term, and Immediate Triggers across Economic, Ideological, Political, and Territorial dimensions (e.g., WWI: M.A.I.N.—Militarism, Alliances, Imperialism, Nationalism—Historiography: Fritz Fischer's 'Griff nach der Weltmacht' German aggression thesis vs Christopher Clark's 'Sleepwalkers' shared responsibility). Practices of War & Total War: mobilization of home front economies and women, rationing, state propaganda, blurring of combatant/civilian distinction (strategic bombing: Blitz, Dresden, Tokyo, Hiroshima), and technological developments (WWI static trench artillery/gas/tanks vs WWII mobile Blitzkrieg, radar, aircraft carriers, Enigma codebreaking). Effects: geopolitical redrawing, League of Nations/UN, decolonization, and social change.
2	In IB History Paper 2 (Cold War Crises), compare TWO Cold War crises from different regions (e.g., Berlin Blockade 1948–49 / Berlin Wall 1961 vs Cuban Missile Crisis 1962 or Korean War 1950–53).	Compare under Cause, Escalation/Events, and Impact/Consequences: 1) Berlin Blockade (1948–49, Europe): triggered by Allied introduction of the Deutschmark in West Berlin; Stalin blockaded rail/road routes; US/UK responded with the 318-day Berlin Airlift ('Operation Vittles'), leading to the formal division of Germany (FRG vs GDR) and formation of NATO (April 1949). 2) Cuban Missile Crisis (Oct 1962, Americas): triggered by US Jupiter missiles in Turkey, Bay of Pigs failure (1961), and Operation Mongoose leading Castro and Khrushchev (Operation Anadyr) to deploy MRBMs/IRBMs in Cuba; JFK imposed a naval 'quarantine' blockade; resolved via backchannel deal (Robert Kennedy & Dobrynin: public US non-invasion pledge + secret removal of US missiles from Turkey); resulted in the 1963 Moscow–Washington Hotline, Limited Test Ban Treaty, Détente, and Khrushchev's 1964 ousting.
3	In IB Psychology Health Psychology or Developmental Psychology Options, what are the key models of Stress/Obesity or Cognitive/Social Development?	Health Psychology (Stress/Obesity): Selye's General Adaptation Syndrome (Alarm, Resistance, Exhaustion), Lazarus & Folkman's (1984) Transactional Model of Stress (Primary appraisal of threat vs Secondary appraisal of coping resources; problem-focused vs emotion-focused coping; Speisman et al. 1964), andKiecolt-Glaser et al. (1984) medical student NK immune cell suppression. Developmental Psychology: Piaget's constructivist stages of cognitive development (Sensorimotor object permanence, Pre-operational egocentrism/Three Mountains, Concrete Operational conservation, Formal Operational) vs Vygotsky's Sociocultural Theory (Zone of Proximal Development ZPD and Scaffolding, Wood et al. 1976).
4	How do you evaluate the Arts as an Area of Knowledge in a TOK Essay (Institutional Theory, Aesthetic Judgement, and Knowledge by Acquaintance)?	In the Arts, knowledge is often experiential/procedural ('knowing how' or 'knowledge by acquaintance' via emotional resonance and catharsis) rather than purely propositional ('knowing that'). Scope & Methods revolve around the tension between: 1) Artist's Intention (expressivism); 2) Formal Technical Quality (aesthetic formalism); 3) Audience Reception/Interpretation (Roland Barthes' 'Death of the Author'); and 4) Danto/Dickie's Institutional Theory of Art (art is whatever the 'artworld' of curators/critics designates as art, exemplified by Marcel Duchamp's 'Fountain' or Maurizio Cattelan's 'Comedian').Paradoxically, fiction in literature/theatre can convey deep universal truths about the human condition.
5	Compare the Emergence and Consolidation of Power of Adolf Hitler (Nazi Germany, Europe) and Mao Zedong (PRC China, Asia) with historiographical perspectives.	Emergence: Hitler exploited Weimar structural weaknesses (Article 48, proportional representation), the 1929 Great Depression (6 million unemployed), Nazi propaganda (Goebbels), SA street violence, and conservative elite backstairs intrigue (von Papen/Hindenburg appointing Hitler in Jan 1933—Orthodox 'Intentionalist' Bracher vs 'Structuralist' Kershaw/Mommsen). Mao emerged through protracted rural peasant guerrilla warfare (Jiangxi Soviet, Long March 1934–35, Yan'an Rectification), exploiting KMT corruption/hyperinflation and the Japanese invasion (1937–45). Consolidation: Hitler used the Reichstag Fire Decree, Enabling Act (March 1933), Gleichschaltung, Night of the Long Knives (1934), and Gestapo terror (Gellately: popular denunciations). Mao used Land Reform (killing ~1–2 million landlords), Korean War 'Resist America' rallies, Three- and Five-Anti Campaigns (1951–52), Hundred Flowers (1956)/Anti-Rightist Purge, and the Cultural Revolution (1966–76; Chang & Halliday vs Meisner/Spence).
6	List the Five Areas of Knowledge (AOKs), the Five Optional Themes, and the Four Elements of the Knowledge Framework in the IB TOK syllabus.	Five Areas of Knowledge (AOKs): 1) History; 2) The Human Sciences; 3) The Natural Sciences; 4) The Arts; 5) Mathematics. Core Theme: Knowledge and the Knower. Five Optional Themes (study 2): Knowledge and Technology; Knowledge and Language; Knowledge and Politics; Knowledge and Religion; Knowledge and Indigenous Societies. Every AOK and Theme is analysed using the Four Elements of the Knowledge Framework: 1) Scope (what counts as knowledge in this AOK and what problems it solves); 2) Perspectives (paradigms, cultural/historical context, knower biases); 3) Methods and Tools (how knowledge is produced and verified); 4) Ethics (moral responsibilities and constraints on knowers).
7	In IB History Paper 2, explain the collapse of the Soviet Union and the End of the Cold War (1985–1991), weighing Gorbachev's reforms against Reagan's pressure and structural economic stagnation.	1) Gorbachev's New Thinking (Internal Reformer thesis—Archie Brown): Perestroika (economic restructuring, Law on State Enterprises 1987—disrupted Gosplan command distribution without creating working markets), Glasnost (political openness—unleashed Baltic/Ukrainian nationalist secessionism and exposed Chernobyl/Stalinist crimes), Demokratizatsiya, and replacing the Brezhnev Doctrine with the 'Sinatra Doctrine' (1989 peaceful revolutions across Poland, Hungary, GDR, Czechoslovakia). 2) Triumphalist / Reagan School (Schweizer): Reagan's military build-up, Strategic Defense Initiative (SDI 'Star Wars'), and support for Afghan Mujahideen (Reagan Doctrine) bankrupted the overstretched Soviet military-industrial complex. 3) Structuralist (Kotkin): long-term Brezhnev 'Era of Stagnation' plus the 1986 collapse in global oil prices starved the USSR of hard currency.
8	How does the IB Extended Essay (EE, 4,000 words) scoring rubric work across Criteria A, B, C, D, and E?	The Extended Essay is marked out of 34 points across 5 criteria: Criterion A: Focus and Method (6 marks—sharp, focused Research Question, clear methodology, and appropriate source/variable selection); Criterion B: Knowledge and Understanding (6 marks—subject-specific terminology and context); Criterion C: Critical Thinking (12 marks—the highest-weighted criterion! Requires sustained analysis, evaluation of source/method limitations, and a coherent reasoned argument rather than narrative description); Criterion D: Presentation (4 marks—academic formatting, citations, bibliography); Criterion E: Engagement (6 marks—assessed solely via the 500-word Reflections on Planning and Progress Form, RPPF, across 3 viva voce meetings).
9	How do you decode IB Command Terms across Assessment Objectives AO1, AO2, and AO3 in Sciences and Individuals & Societies?	IB examiners strictly cap marks based on Command Term hierarchy: AO1 (Knowledge/Comprehension): Define, State, List, Measure, Draw, Label (concise factual recall, 1–2 marks). AO2 (Application/Analysis): Describe, Outline, Calculate, Annotate, Distinguish, Explain (requires 'how' and 'why' mechanisms or step-by-step calculations). AO3 (Synthesis/Evaluation): Compare and contrast, Discuss, Evaluate, To what extent, Justify, Examine (requires weighing strengths vs limitations, competing perspectives, assumptions, and a substantiated conclusion).
10	What is the structure of Theory of Knowledge (TOK) in the IB Diploma, and how are the TOK Exhibition (1/3) and TOK Essay (2/3) assessed?	TOK assesses how we know what we claim to know (epistemology) and combines with the Extended Essay (EE) for up to 3 core bonus IB Diploma points. 1) TOK Exhibition (Internal Assessment, 950 words max, 10 marks = 33%): Student selects ONE of the 35 IA prompts, chooses an optional Theme, and curates THREE specific, real-world objects (with personal/historical context, not generic stock images), explaining how each object manifests the prompt in the real world. 2) TOK Essay on a Prescribed Title (External Assessment, 1,600 words max, 10 marks = 67%): Student chooses 1 of 6 prescribed titles and evaluates knowledge claims and counterclaims across two specified Areas of Knowledge (AOKs).
11	What are the exact IB Diploma (IBDP) Passing Conditions to be awarded the Bilingual or Standard Diploma (24+ points)?	To be awarded the IB Diploma (out of 45 maximum points = 6 subjects × 7 points + 3 Core points), a candidate must: 1) Score at least 24 total points; 2) Complete CAS (Creativity, Activity, Service) requirements; 3) Score NO grade 'E' in TOK or the Extended Essay; 4) Score NO grade '1' in any SL/HL subject; 5) Score no more than two grade '2's and no more than three grade '3's or below; 6) Score at least 12 points in Higher Level (HL) subjects (for candidates taking 3 HL subjects) and at least 9 points in Standard Level (SL) subjects.
12	In TOK Optional Themes, how do 'Knowledge and Politics', 'Knowledge and Religion', and 'Knowledge and Indigenous Societies' challenge Western positivist epistemology?	1) Knowledge and Politics: Michel Foucault's 'Power/Knowledge' nexus shows that institutional power determines whose knowledge claims are legitimised as 'official truth' (e.g., Mercator vs Gall–Peters map projections, state history curricula, post-truth misinformation). 2) Knowledge and Indigenous Societies: Holistic, place-based Traditional Ecological Knowledge (TEK) transmitted through oral histories, songlines (Aboriginal Australians), and elders is often dismissed by colonial 'epistemicide' (Santos) yet provides empirically validated ecological insights (e.g., Indigenous cultural fire management). 3) Knowledge and Religion: explores faith vs reason, revelation, sacred texts, and apophatic/mystical experience.
13	List the 12 Key TOK Concepts that should be woven into every TOK Exhibition and TOK Essay.	The 12 official IB TOK Concepts are: 1) Evidence; 2) Certainty; 3) Truth; 4) Interpretation; 5) Power; 6) Justification; 7) Explanation; 8) Objectivity; 9) Perspective; 10) Culture; 11) Values; 12) Responsibility.
14	In IB Psychology Research Methods (Paper 1 & Paper 3 HL), contrast Quantitative Methods (Experiments, Correlations) with Qualitative Methods (Interviews, Observations, Case Studies).	Quantitative methods follow a positivist, nomothetic paradigm—testing pre-defined operationalised hypotheses on large samples to establish cause-and-effect (experiments) or statistical correlation. Qualitative methods follow an interpretivist, idiographic paradigm—gathering rich, inductive textual data via semi-structured/focus-group interviews, participant/non-participant observations, and case studies, analysed via thematic content analysis. Qualitative credibility is established through Triangulation (method, data, researcher, theory), Reflexivity (acknowledging researcher bias), and Member Checking.
15	In IB Psychology Abnormal Psychology (Option A), compare the Biological, Cognitive, and Sociocultural Etiologies and Treatments of Major Depressive Disorder (MDD).	1) Biological: Monoamine/Serotonin Hypothesis + Cortisol HPA-axis dysregulation + Genetic vulnerability (Caspi et al. 2003 5-HTT gene; Kendler et al. 2006 twins); treated with SSRIs (fluoxetine), though Kirsch et al. (2008) meta-analysis found antidepressants barely outperform placebos except in severe depression. 2) Cognitive: Beck's Cognitive Theory (negative self-schemas, cognitive distortions, Negative Triad) and Alloy et al. (1999) prospective study on depressive thinking styles; treated with Cognitive Behavioural Therapy (CBT, Butler et al. 2006). 3) Sociocultural: Brown & Harris (1978) Camberwell social vulnerability model (lack of confiding relationship, ≥3 young children at home, unemployment, early maternal loss) and Kleinman (1982) somatisation (neurasthenia) in China.
16	In IB History Paper 2 (Topic 10: Authoritarian States), what are the three syllabus pillars for comparing two leaders from different regions (e.g., Hitler in Germany, Mao in China, Castro in Cuba)?	IB History Paper 2 requires cross-regional comparison under three thematic rubrics: 1) Emergence of Authoritarian States: Conditions in which the state emerged (economic crisis, social division, impact of war, weakness of existing political system—Weimar/Batista/KMT) vs Methods used to establish power (persuasion/propaganda, coercion/force, charismatic leadership, ideology). 2) Consolidation and Maintenance of Power: Use of legal methods, force/terror, charismatic leadership, propaganda, nature/extent of opposition, and impact of foreign policy. 3) Aims and Results of Policies: Domestic economic, political, cultural, and social policies, plus impact on women and minorities.
17	Contrast the Methods and Tools of the Natural Sciences vs the Human Sciences in a TOK Essay.	Natural Sciences (Physics, Chemistry, Biology): study inanimate matter or biological organisms that obey invariant, universal laws; rely on hypothetico-deductive induction, controlled isolation of variables, quantitative measurement, peer review, and Popperian falsifiability (though subject to Kuhn's paradigm shifts and theory-ladenness of observation). Human Sciences (Psychology, Economics, Anthropology): study conscious, self-reflective human agents with free will; face the Hawthorne/Observer Effect, ethical limits on experimentation, reflexive feedback loops (e.g., economic predictions altering market behaviour—Goodhart's Law), and cultural context, requiring both quantitative models and Verstehen (empathetic qualitative interpretation).
18	How do you distinguish between a Short Answer Question (SAQ, 9 marks) and an Extended Response Question (ERQ, 22 marks) in IB Psychology Paper 1?	SAQ (9 marks, ~15–20 mins, command terms: Describe, Explain, Outline): NO critical evaluation required! Structure: 1) Clear definition and explanation of the psychological theory/concept (3 marks); 2) Detailed description of ONE relevant empirical study (Aim, Procedure, Findings, Conclusion) explicitly linked back to how it demonstrates the theory (6 marks). ERQ (22 marks, ~45 mins, command terms: Discuss, Evaluate, To what extent, Contrast): requires a thesis introduction, thorough explanation of the theory, at least TWO detailed empirical studies, and sustained critical evaluation (TEACUP: Testability, Empirical evidence, Applications, Construct validity, Unbiased sample/ethnocentrism, Practical/ethical issues).
19	Contrast Mathematics and History as Areas of Knowledge in TOK in terms of Truth, Certainty, and Interpretation.	Mathematics: uses deductive reasoning from a foundational set of self-evident axioms to prove theorems with 100% formal certainty (Correspondence vs Coherence theory of truth). However, Gödel's Incompleteness Theorems show no complex axiomatic system is both complete and self-consistent, and changing axioms (Euclidean vs Riemann non-Euclidean geometry) changes what is 'true' (raising the Platonism vs Formalism debate: is maths discovered or invented?). History: cannot directly observe the past; reconstructs significant past events by selecting and interpreting fragmentary primary sources (E.H. Carr's 'What is History?' vs Elton's empiricism), making historical knowledge inherently interpretive, provisional, and shaped by present perspectives, yet constrained by archival evidence.
20	In TOK Optional Themes, how do 'Knowledge and Language' (Sapir–Whorf, metaphor, euphemism) and 'Knowledge and Technology' (AI, algorithmic bias, filter bubbles) shape what we know?	Knowledge and Language: Linguistic Determinism/Relativism (Sapir–Whorf Hypothesis, e.g., Guugu Yimithirr cardinal directions or Russian blue shades) argues language structures the boundaries of thought; metaphors in science ('selfish gene', 'electron cloud') aid comprehension but can mislead; politically loaded framing ('tax relief' vs 'tax loophole', 'collateral damage') shapes moral judgement. Knowledge and Technology: Big Data and Machine Learning LLMs generate predictive correlations without causal human understanding ('black box' opacity), while algorithmic filter bubbles and confirmation bias fragment shared public truth.
21	What are the two biggest traps to avoid when selecting your 3 objects for the IB TOK Exhibition?	Trap 1: Choosing generic stock images from Google (e.g., 'a picture of a microscope', 'a generic smartphone', or 'a picture of the Bible'). The IB explicitly requires specific, real-world objects with a particular time, place, and context (e.g., 'My grandfather's 1947 Partition ration card', 'The specific CRISPR-Cas9 patent filing US8697359B1', or 'My own IB Chemistry IA lab notebook entry from 12 October'). Trap 2: Describing the history of the object instead of explaining how the object manifests the epistemological question in the IA prompt.
22	In IB History Paper 1 (Source-Based Prescribed Subject), state the exact method for Question 2 (OPCVL: Origin, Purpose, Content, Value, and Limitations) and Question 4 (Mini-Essay).	Question 2 (4 marks—OPCVL of ONE source): Write two distinct paragraphs—Paragraph 1 (Values): state the Origin (author, date, type of source), Purpose (intended audience and why it was created), and Content, explaining specifically how at least two of these give VALUE to a historian studying the topic. Paragraph 2 (Limitations): explain how the Origin, Purpose, and historical context create specific LIMITATIONS (avoid the banned word 'biased' without explaining why and how the author's position distorts or omits evidence). Question 4 (9 marks): synthesise ALL FOUR sources (Sources I, J, K, L) AND detailed own historical knowledge in thematic paragraphs addressing both sides of the prompt.
23	In IB History Paper 2 (Topic 12: The Cold War), contrast the Orthodox, Revisionist, and Post-Revisionist historiography of the Origins of the Cold War (1945–1949).	1) Orthodox / Traditionalist (Feis, Kennan, Schlesinger): blames Stalin's ideological Marxist-Leninist expansionism and violation of Yalta promises in Poland/Eastern Europe ('salami tactics'), forcing defensive US containment (Truman Doctrine 1947, Marshall Plan, NATO). 2) Revisionist (William Appleman Williams, Gar Alperovitz): blames US 'dollar imperialism', open-door capitalist hegemony, and atomic diplomacy (Hiroshima/Nagasaki) for threatening legitimate Soviet security buffer needs after losing 27 million citizens in WWII. 3) Post-Revisionist (John Lewis Gaddis, early work): synthesises both, arguing mutual misperception, security dilemmas, and power vacuums drove escalation (though Gaddis's post-1991 'New Cold War History' using Soviet archives shifted blame back toward Stalin's authoritarian paranoia).
24	In IB Psychology Cognitive Approach (CLOA), summarize the core studies for Models of Memory, Schema Theory, Thinking & Decision-Making (Dual Process Model), and Reconstructive/Flashbulb Memory.	1) Memory Models: Glanzer & Cunitz (1966) serial position curve (primacy + recency supporting MSM) and Landry & Bartling (2011) articulatory suppression supporting WMM. 2) Schema Theory: Brewer & Treyens (1981) office study (30% falsely recalled books in an academic office lacking books due to office schema) and Bartlett (1932) 'War of the Ghosts'. 3) Thinking & Decision-Making (Kahneman & Tversky Dual-Process Theory: System 1 fast/intuitive/heuristic vs System 2 slow/rational): Tversky & Kahneman (1974) Anchoring & Adjustment heuristic (8×7×...×1 vs 1×2×...×8) and Alter et al. (2007) font disfluency activating System 2. 4) Flashbulb Memory: Brown & Kulik (1977) amygdala arousal hypothesis vs Talarico & Rubin (2003) 9/11 study showing FBM accuracy decays just like everyday memory, only vividness/confidence stays high.
25	Compare the Economic and Social Policies (especially toward Women and Youth/Minorities) of Mao Zedong and Adolf Hitler (or Fidel Castro).	Economic: Hitler's Schacht 'New Plan' (Mefo bills, deficit public works) and Göring's Four-Year Plan (1936 autarky & rearmament) cut unemployment but created a 'plunder economy' (Tooze/Mason). Mao's First Five-Year Plan (1953–57, Soviet heavy industry model) succeeded industrially, whereas the Great Leap Forward (1958–62, People's Communes, backyard steel furnaces, Lysenkoism) caused the Great Famine (30–45 million deaths, Dikötter). Women: Hitler's 'Kinder, Küche, Kirche' (Law for Encouragement of Marriage, Mother's Cross) was reactionary, though war forced female labour mobilization by 1943; Mao's 1950 Marriage Law abolished arranged marriages, concubinage, and foot-binding ('Women hold up half the sky'), though patriarchal rural burdens and commune labour persisted.
26	In IB Psychology Biological Approach (BLOA), name the key studies and mechanisms for Neuroplasticity, Neurotransmission, and Hormones/Pheromones.	1) Localization & Neuroplasticity: Maguire et al. (2000)—MRI scans of 16 London taxi drivers showed significantly greater grey matter volume in the posterior hippocampus (spatial memory) correlated with years of driving experience (+ Draganski et al. 2004 juggling study). 2) Excitatory/Inhibitory Neurotransmission: Antonova et al. (2011)—scopolamine (acetylcholine antagonist) reduced hippocampal activation during a virtual water-maze spatial memory task; Crockett et al. (2010)—citalopram (SSRI boosting serotonin) increased prosocial behaviour in the Ultimatum Game. 3) Hormones & Pheromones: Newcomer et al. (1999)—high cortisol levels impaired verbal declarative memory; Wedekind (1995)—sweaty T-shirt MHC dissimilarity study (critiqued for lack of conclusive human pheromone evidence).
27	How does the IB Core Matrix combine Theory of Knowledge (A–E) and the Extended Essay (A–E) to award up to 3 bonus points toward the 45-point IB Diploma?	Under the IB Core Points Matrix: An 'A' in both TOK and EE (or A + B) awards the maximum 3 core points. Combinations of B + B, B + C, or A + C award 2 core points. Combinations of C + C, B + D, C + D, or A + D award 1 core point. D + D awards 0 points. Failing condition: Scoring an 'E' in EITHER Theory of Knowledge OR the Extended Essay is a failing condition that results in non-award of the IB Diploma regardless of total subject points.
28	In IB Psychology Paper 3 (HL Qualitative Research Assessment), how do you answer the 3 compulsory questions on the unseen stimulus study?	Question 1a–c (9 marks total, 3 marks each): 1a) Identify the research method used and outline two characteristics of that method; 1b) Describe the sampling method used in the study (e.g., purposive, snowball, convenience) and explain why/effects; 1c) Suggest an alternative or additional research method giving one reason why. Question 2 (6 marks): Describe the ethical considerations in the reporting of the results OR the conduct of the study (informed consent, anonymity, protection from harm, debriefing, confidentiality). Question 3 (9 marks): Discuss the possibility of generalising the findings (transferability: sample-to-population, case-to-case, or theoretical generalisation).
29	In IB Psychology Biological Approach, what are the key Twin/Adoption and Molecular Genetics studies for Evolutionary Psychology and Genetic Inheritance?	1) Twin & Kinship Studies: Bouchard et al. (1990) Minnesota Twin Family Study—monozygotic twins reared apart (MZA) had 0.70 correlation in IQ (vs 0.86 MZT together), showing strong genetic heritability alongside environmental variance; Kendler et al. (2006)—44% MZ vs 16% DZ concordance for Major Depressive Disorder. 2) Molecular Gene × Environment Interaction: Caspi et al. (2003)—Dunedin longitudinal study of 847 New Zealanders found individuals with two short alleles of the 5-HTT serotonin transporter gene developed significantly more depression ONLY after experiencing ≥3 stressful life events (diathesis-stress model). 3) Evolution: Curtis et al. (2004) pathogen disgust evolution.
30	How do you write a top-band (9–10/10) IB TOK Essay on a Prescribed Title?	1) Unpack the exact wording and hidden assumptions of the Prescribed Title in the introduction without using dictionary definitions; 2) Dedicate 2 body sections to each of the two required Areas of Knowledge (AOK 1 and AOK 2); 3) In each AOK, present a nuanced Claim (supporting the title's premise with a specific, real-world academic example—naming the actual scientist, historian, artist, or theorem) followed by a rigorous Counterclaim (showing where the premise breaks down under different conditions or paradigms); 4) Synthesise both into a Mini-Conclusion explaining why the two AOKs differ using the Knowledge Framework (Scope, Perspectives, Methods/Tools, Ethics).
31	In IB Psychology Sociocultural Approach (SCLOA), summarize the core studies for Social Identity Theory (SIT), Social Cognitive Theory (SCT), Stereotypes, and Enculturation/Acculturation.	1) Social Identity Theory (Tajfel & Turner, 1979: Social Categorisation → Social Identification → Social Comparison / In-group favouritism & Out-group discrimination to boost self-esteem): Tajfel et al. (1970) Klee/Kandinsky minimal group paradigm—boys allocated points to maximise difference in favour of their in-group even over maximum joint profit. 2) Social Cognitive Theory: Bandura et al. (1961) Bobo doll study and Joy, Kimball & Zabrack (1986) Notel natural experiment. 3) Stereotype Formation & Threat: Steele & Aronson (1995)—African American students scored lower on verbal GRE tests only when framed as a diagnostic test of intelligence (stereotype threat). 4) Culture & Acculturation (Berry's 4 strategies: Assimilation, Integration, Separation, Marginalisation): Miranda & Matheny (2000) acculturative stress in Latino immigrants; Berry (1967) Temne vs Inuits conformity.
32	In IB Psychology Human Relationships (Option C), summarize the key theories and studies for Prosocial Behaviour (Altruism & Bystanderism) and Interpersonal Attraction.	1) Evolution & Empathy-Altruism: Kin Selection Theory (Hamilton's Rule rB > C: Sime 1983 fleeing burning building with family; Madsen et al. 2007 pain endurance for kin) vs Batson's (1981) Empathy–Altruism Hypothesis (Elaine electric shock study: high-empathy participants helped even in easy-escape condition, versus Cialdini's Negative-State Relief egoistic model). 2) Bystanderism (Darley & Latané 1968): Diffusion of Responsibility (85% helped when alone vs 31% in group of 4) and Pluralistic Ignorance (smoke-filled room: 75% vs 10%) plus Piliavin et al. (1969) subway arousal-cost-reward model. 3) Attraction: Wedekind (1995) MHC, Buss (1989) cross-cultural mate preferences, Gottman's (1994) 'Four Horsemen of the Apocalypse' in marriage (Criticism, Contempt, Defensiveness, Stonewalling).